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The consequences of migration tests on low-literate adult migrants - a survey of teacher opinions in 20 European countries
(2023) -
The sociology of assessment : comparative and policy perspectives : the selected works of Patricia Broadfoot
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- Journal Article
- A2
- open access
Newly arrived migrant students’ perceptions of emergency remote teaching : a Q methodology study
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- Journal Article
- A1
- open access
Gauging the impact of literacy and educational background on receptive vocabulary test scores
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Interaction in online classes during Covid-19 : the experiences of newly-arrived migrant students
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Validity and validation : an alternative perspective
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Can L2 course duration compensate for the impact of demographic and educational background variables on second language writing development?
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Advocating an empirically-founded university admission policy
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- Journal Article
- A1
- open access
The influence of ethnicity and language variation on undergraduates' evaluations of Dutch-speaking instructors in Belgium : a contextualized speaker evaluation experiment
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The CEFR companion volume : between research-based policy and policy-based research
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- Journal Article
- A2
- open access
Begrijpelijkheid en accent bij beginnende NT2-leerders : het belang van achtergrondvariabelen
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Tests of language for specific purposes
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- Journal Article
- A1
- open access
Low print literacy and its representation in research and policy
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Revisiting rating scale development for rater-mediated language performance assessments : modelling construct and contextual choices made by scale developers
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Standards in language proficiency measurement
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Halen we de norm? De scores van moedertaalsprekers op een talige toegangstest voor anderstaligen aan de universiteit
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Putting low alphabetic print literacy on the language testing agenda
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- Miscellaneous
- open access
Linguistic integration of adult migrants : requirements and learning opportunities : report on the 2018 Council of Europe and ALTE survey on language and knowledge of society policies for migrants
(2020) -
Elicited imitation : a test for all learners? : Examining the EI performance of learners with diverging educational backgrounds
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Language assessment literacy in university admission policies, or the dialogue that isn’t
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Book review : Evaluating language assessments
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Fairness and social justice in English language assessment
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CEFR-based language requirements in the European labour market
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Taalvoorwaarden bij het toelatingsbeleid onder de loep
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- Conference Paper
- C3
- open access
Measuring in-course language gains and language proficiency among learners with varying educational backgrounds
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Literacy, educational background and receptive vocabulary
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How institutional and interpersonal variables impact international L2 students’ language gains at university
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The use of the CEFR in higher education : a brief introduction to this special issue
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University entrance language tests : a matter of justice
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One Framework to unite them all? Use of the CEFR in European university entrance policies
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Verbeter de taaltoetsen
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The B2 level and the dream of a common standard
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Promoting an empirically founded university admission policy : a pragmatic-idealistic perspective
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The impact of national language requirements on low-literate L2-learners
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Language and citizenship : A2 tests and low-educated learners
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University entrance language tests : examining assumed equivalence
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Checking assumed proficiency : comparing L1 and L2 performance on a university entrance test
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Just testing : applying theories of justice to high-stakes language tests
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Validating university entrance policy assumptions : some inconvenient facts
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Niet steeds even efficiënt : talige toelatingsvoorwaarden voor internationale universiteitsstudenten : praktische en didactische implicaties
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Just testing : applying theories of justice to high-stakes language tests
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Language tests as a catalyst for academic socialization, and other illusions
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Na de toets : de ervaringen van anderstalige studenten aan Vlaamse universiteiten
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University entrance language tests : justice at the core of the construct
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After the entrance test : a longitudinal study of L2 students’ experiences at university
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- Conference Paper
- C1
- open access
Influencing pre-service teachers’ beliefs and practices : a case for an experimental teaching experience
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- Journal Article
- A1
- open access
Determining the scoring validity of a co-constructed CEFR-based rating scale
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Language tests for university admission : a mismatch between test and practice?
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The CEFR and university entrance tests : a state of affairs in Europe
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Justice and validity in university entrance test tasks : the case of Flanders
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The concurrent and predictive validity of university entrance tests
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Concurrent validity in university entrance tests : discrepancies below the surface correlation
(2015) ECOLT 2015. -
Creating meaning out of vagueness? Developing a rating scale from general descriptors
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The B2 level and its applicability in university entrance tests
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Determining the predictive validity of high stakes tests of Dutch for academic purposes
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Using the CEFR as the foundation for an academic rating scale
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Bart Deygers over taaltoetsen in het hoger onderwijs: interview met Bart Deygers
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- Conference Paper
- C1
- open access
The influence of the CEFR or rating scale design
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Task-based language assessment
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- Book Chapter
- open access
Rating scale design: a comparative study of two analytic rating scales in a task-based test
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The effects of task-based language workshops on teaching beliefs and language ability
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Walking a test developer’s tightrope : redesigning a task-based rating scale
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- Conference Paper
- C1
- open access
Language support for L2 speakers of Dutch: effects and motivations
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- Book Chapter
- open access
Taaltoets: waarom, wat en hoe?
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- Conference Paper
- C1
- open access
Taalbeleid aan de Universiteit Gent: segrereren of diversifiëren?
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Language tasks & rating scales : a quest for authenticity
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Van spelling tot stijl: (vreemde-)taalhulp voor studenten economie